Global and Environmental Health

Global and Environmental Health

The article is sourced from The New York Times newspaper. It was authored by Raymond Zhong and published on October 5, 2022. The article is titled “Climate Change Made Summer Hotter and Drier Worldwide, Study Finds.” According to the author, human activities impact global warming significantly. This has increased the severity of droughts by twentyfold. This is evidenced by reduced food production, wildfires, reduced water levels in rivers, reduced hydropower generation, and energy crises.

According to the author, more than 11,000 and 8,000 deaths related to global warming have been recovered in France and Germany, respectively. Additionally, 1,600 flood-related deaths recorded in Pakistan have been attributed to climate change (Zhong, 2022). The author reports that these effects are likely to worsen by a factor of fifteen if the planet warms to 3.6 Fahrenheit more than temperatures recorded in the pre-industrial error (Zhong, 2022).

The concept of determinants of health is relevant to this article. In this context, the physical environment and economic environment are relevant. Climate change is associated with global warming, drought, and ravaging floods (O’Neill et al., 2020). Drought caused by climate change is likely to impact hydropower production, create energy crises, and increase the cost of living (O’Neill et al., 2020). Drought and floods are associated with high morbidity and mortality rates (Fawzy et al., 2020). Climate change is a global problem; hence, all continents are at risk. However, findings indicate that central and western Europe is at the highest risk of global warming (O’Neill et al., 2020). Stakeholders from the state and federal government and healthcare facilities should collaborate to provide timely care to those affected by the effects of climate change, such as floods.

Sustainable Development Goals reflect the goals and objectives of the member states of the United Nations. Notably, they aim to promote health and ensure the well-being of individuals. To achieve this, the focus is to eliminate hunger, diseases, and poverty (World Health Organization, 2022). These SDGs are relevant to climate change. Notably, SDGs 3d, 6, and 2 address the risks of hunger, morbidities, and mortalities associated with climate change (World Health Organization, 2022).

References

Fawzy, S., Osman, A. I., Doran, J., & Rooney, D. W. (2020). Strategies for Mitigation of Climate Change: A Review. Environmental Chemistry Letters, 18(6), 2069–2094. https://doi.org/10.1007/s10311-020-01059-w

O’Neill, B. C., Carter, T. R., Ebi, K., Harrison, P. A., Kemp-Benedict, E., Kok, K., Kriegler, E., Preston, B. L., Riahi, K., Sillmann, J., van Ruijven, B. J., van Vuuren, D., Carlisle, D., Conde, C., Fuglestvedt, J., Green, C., Hasegawa, T., Leininger, J., Monteith, S., & Pichs-Madruga, R. (2020). Achievements and Needs for the Climate Change Scenario Framework. Nature Climate Change, 10(12), 1074–1084. https://doi.org/10.1038/s41558-020-00952-0

World Health Organization. (2022). Monitoring health for the SDGs. https://www.who.int/data/gho/data/themes/world-health-statistics#tab=tab_1

Zhong, R. (2022). Climate Change Made Summer Hotter and Drier Worldwide, Study Finds. https://www.nytimes.com/2022/10/05/climate/climate-change-europe-drought.html

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the purpose:

This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply, and critically appraise their knowledge to their selected field of practice.

The use of discussions provides students with opportunities to contribute graduate-level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

Inspect the relationship between environment and global health (CO7).
Appraise global health problems considering WHO SDGs as well as related epidemiological data (CO7).
Due Date:

Initial prompt due by Wednesday, 11:59 PM MT of week 7
One peer and one faculty or two peer posts are due by Sunday 11:59 PM MT of week 7
A 10% late penalty will be imposed for initial discussions posted after the weekly deadline, regardless of the number of days late. No postings will be accepted after 11:59 pm MT on Sunday (i.e., the student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59 pm MT.

Points: 60 points

Assignment Requirements

1. Locate a lay press article from a national newspaper, for example, from The New York Times, The Washington Post, or other national publications. The article should be no more than three (3) years old.

Locate an article on one of the following topics:

Sex trafficking
Environmental global health issues: For example, but not limited to: Safe water, sanitation, disasters, or oral health.
2. Read over your chosen article and respond to the following:

Provide a summary of your article. Include the name of the newspaper and author, as well as the date of publication.
Include data that supports the significance of the topic. For example, related deaths, health care costs, and demographic information.
During NR503, we discussed the determinants of health, at-risk groups, social justice theory, outcomes, inter-professional collaboration, advocacy, and other concepts related to epidemiology and population health. How do the concepts addressed in NR503 relate to your article’s topic? Provide definitions and examples in your writing.
Integrate information from the World Health Organization and the SDG’s.
Your initial post should be a minimum of two (2) paragraphs with 4-5 sentences per paragraph.
Your initial post should speak about your chosen article and use supporting scholarly evidence that supports your analysis. You may use your textbook to support your writing.
Reply posts should include a minimum of one scholarly reference and be a minimum of one (1) paragraph, 4-5 sentences. The reply post should build upon the post to which you are responding.
A scholarly tone should be maintained throughout all posts. For reply posts, this includes the name of the person to whom you are responding as well as closure with your name.
A link to the article should be included, as well as a reference list using current APA.
Resources: (If links do not work, please search using related terms/names below).

U.S. Office on Trafficking in Persons: https://www.acf.hhs.gov/otipLinks to an external site.

Partners for Vulnerable Youth: Founded by National Association of Pediatric Nurse Practitioners: https://www.napnappartners.org/content/provider-educationLinks to an external site.

WHO and SDG: https://www.who.int/health-topics/sustainable-development-goals#tab=tab_1Links to an external site.

Kaiser Global Health Policy: https://www.kff.org/global-health-policy/Links to an external site.

CDC and Global Health: https://www.cdc.gov/globalhealth/index.htmlLinks to an external site.

List of Newspapers in the US: https://www.infoplease.com/culture-entertainment/journalism-literature/top-100-newspapers-united-statesLinks to an external site.

Posting Directions

Posts should be made on a minimum of 3 separate days/dates.
All faculty replies to students must be responded to directly in the discussion board.
Minimum posting is:
Initial discussion board post to the weekly prompt, two peer posts (if there are no faculty postings), or one peer post and a faculty post.